1. University of Central Florida
Student Academic Resource Center
Peer Tutor Training
Developed and Presented by Natasha Ford

2. UCF STUDENT PROFILE - FALL 2012

Enrollment by
Gender
Undergraduate
Male 23,139
Female 27,829
Graduate
Age Distribution
Male 3,590
Freshman 19
Female 4,932
Florida Residency Status Sophomore 20
Medical
56,688 94.8% In-State Junior 23
Male 136
3,079 5.2% Out-of-State Senior 25
Female 141
59,767 Total Percent over age
University Total 24%
25:
Male 26,865 Overall Average
24
Female 32,902 Age

3. Adult Learning Theory

 Materials herein adapted from:
Knowles, M. (1996). Adult Learning. In Robert L. Craig
(Ed.), The ASTD Training and Development Handbook
(pp. 253-264). NY: McGraw-Hill.
 Adult Learners video for Walden University
http://www.youtube.com/watch?v=aee4ONWZFj0&f
eature=related
 "Working with Student Veterans and Other Adult
Learners" by Jill Cooley, University of Central
Florida Veteran's Academic Resource Center.

4. Qualities of Adult Learners

 Adults have a need to know why they should learn something.
 Adults spend a considerable amount of time and energy weighing the costs
and benefits of learning something before they are willing to invest time in
learning it.
 Adults have a deep need to be self-directing.
 The psychological definition of "adult" is one who has achieved a self-concept
of being in charge of his or her own life, of being responsible for making his or
her own decisions and living with the consequences.
 Adults have a need to be seen by others as being capable and responsible for
themselves.

5. Qualities of Adult
Learners Continued

 Adults have a greater volume and different quality of experience
than youth.
 Adults have a background of experience that is very valuable in a learning
environment
 Discussing and reflecting on past experiences strengthens the
understanding of learning material in the classroom with learning from life
experiences and will deepen and enrich the learning done
 Adults become ready to learn when they experience a need to
know or be able to do in order to perform more effectively and
satisfyingly.
 Adults again must see a need for the information before learning will take
place.

6. Qualities of Adult Learners
Continued

 Adults enter into a learning experience with a task-centered (or problem-
centered or life-centered) orientation to learning.
 Youth (conditioned by schools) have a subject-centered orientation to learning where
they focus on learning content to pass a test. Adults by virtue of life and work
experiences develop a task-centered or problem-centered orientation to learning.
 If tutoring is developed around problem solving, then adults will learn content with the
intention of using it.
 Adults are motivated to learn by both extrinsic and intrinsic motivators.
 Learning activities should clearly demonstrate to the learner where he or she would
benefit in their jobs.
 Quality tutoring is built around the concept of nourishing those intrinsic motivators.
Learning feeds on itself and suggests to the learner to become even more proficient in
the job.

7. What challenges might you
face?


Questions about age and training
 In our culture, age represents wisdom and knowledge; It may be
intimidating to learn from a tutor who is younger.
 Challenges to your credibility
 You may feel like you have to prove your worth as a tutor. Stay
confident in your ability to tutor and command of the material.
 Frustration that things are different (“that I am
different”)
 Get to know students individually; they may just want you to
know certain things about them. Creating a comfortable
environment for students to be open will break down barriers to
learning.
 Difficulty engaging in group
 Frustrated with other students

8. What can you do as a tutor?

 Think outside the box
 Open ended questions
 Ex. How can we approach this problem
with the information we have?
 Relate information to real-life experience or
invite student to provide real-life examples
 Help them think about the way they
learn, what was helpful in past school
experiences
 Invite them to help/lead in some way

9. Questions and
Discussion

 What would you do in these situations?
 Student looks confused in group session but does
not ask questions or contribute to discussion
 Student approaches crowded group session but
does not come in the room